Melaniecarlin1.weebly.com



SYLLABUS 2015-2016

|Teacher |Miss Melanie Carlin |

|E-mail |mcarlin@ |

|Phone |(818) 784-6228 |

|Conference Hours |1:45-2:30 p.m. |

| |3:30-4:00 p.m. |

| | |

| |**Please email in advance to schedule a meeting. |

|Course Name |6th Grade Social Studies - Ancient Civilizations |

|Textbooks |Holt World History Experiencing World History and Geography |

| |Publisher: HOLT MCDOUGAL |

| |ISBN-10: 0547485808 |

| |ISBN-13/EAN: 978-0547485805 |

|Required Materials |Textbook |

| |1" ring binder |

| |Loose leaf paper or 1 spiral lined notebook to be kept in binder for note taking/class work |

| |5 binder tabs |

| |notes,homework, classwork, assessments, extra |

| |Pen or Pencil |

| |Highlighter of any color |

|Course Description: |

| |

|Each lesson has content standard(s) and the school-wide adopted ESLR’s listed at the beginning of the lesson. |

| |

|Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major |

|Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued |

|emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and |

|political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher |

|levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they |

|declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite |

|time, between the contemporary and ancient worlds. |

| |

|Students will also be participating in National History Day! More information will be provided later in the quarter. |

|ESLRs Addressed |

| 1a 1b 1c | 2a 2b 2c | 3a 3b 3c | 4a 4b 4c | 5a 5b 5c |

Content Standards

|The following is the California Department of Education Content Standards of this Course. |

|6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the|

|Paleolithic era to the agricultural revolution. |

|6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, |

|Egypt, and Kush. |

|6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews. |

|6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient |

|Greece. |

|6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. |

|6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China. |

|6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. |

Common Core Standards

|The following is the Common Core Standards |

|Key Details: |

|CCSS.ELA-LITERACY.RH.6-8.1 |

|Cite specific textual evidence to support analysis of primary and secondary sources. |

|CCSS.ELA-LITERACY.RH.6-8.2 |

|Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from |

|prior knowledge or opinions. |

|CCSS.ELA-LITERACY.RH.6-8.3 |

|Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest |

|rates are raised or lowered). |

|Craft and Structure: |

|CCSS.ELA-LITERACY.RH.6-8.4 |

|Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to |

|history/social studies. |

|CCSS.ELA-LITERACY.RH.6-8.5 |

|Describe how a text presents information (e.g., sequentially, comparatively, causally). |

|CCSS.ELA-LITERACY.RH.6-8.6 |

|Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of |

|particular facts). |

|Integration of Knowledge and Ideas: |

|CCSS.ELA-LITERACY.RH.6-8.7 |

|Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|

|CCSS.ELA-LITERACY.RH.6-8.8 |

|Distinguish among fact, opinion, and reasoned judgment in a text. |

|CCSS.ELA-LITERACY.RH.6-8.9 |

|Analyze the relationship between a primary and secondary source on the same topic. |

Syllabus Content

Semi-quarter syllabus includes the textbook chapters, additional resources and other relevant information to be used. Students and parents will be notified of any schedule changes.

|Semi-Quarter 1 |

|Week 1 |Introduction |

| |Unit 1: Early Humans and Societies |

|8/17-8/21 |Chapter 1: Uncovering the past |

| |Section 1: Studying history |

|Week 2 |Chapter 1: Uncovering the past |

| |Section 2: Studying Geography |

|8/24-8/29 |Review for Chapter 1 Assessment |

|Week 3 |Chapter 2: The Stones Ages and Early Cultures |

| |Section 1: The First People |

|8/31-9/4 |Section 2: Early Human Migration |

|Week 4 |Section 3: Beginnings of Agriculture |

| | |

|9/8-9/11 |9/7-Labor Day: No School! |

|Week 5 |Chapter 2 Review |

| |Chapter 2 Assessment |

|9/14-9/19 | |

|Semi-Quarter 2 |

|Week 1 |Unit 2: Mesopotamia, Egypt, and Kush |

| |Chapter 3: Mesopotamia and the Fertile Crescent |

|9/22-9/25 |Section 1: Geography of the Fertile Crescent |

|Week 2 |Section 2: The Rise of Sumer |

| | |

|9/28-10/2 | |

|Week 3 |Section 3: Sumerian Achievements |

| | |

|10/5-10/9 | |

|Week 4 |Section 4: Later peoples of the Fertile Crescent |

| | |

|10/12-10/15 |10/12: Columbus Day, No School! |

|Week 5 |Chapter 3 Review |

| |Chapter 3 Assessment |

|10/19-10/23 | |

| |10/23: Parent Teacher Conferences, No School! |

|Semi-Quarter 3 |

|History Month! Date to be confirmed |

|Week 1 |Chapter 4: Ancient Egypt and Kush |

| |Section 1: Geography and Ancient Egypt |

|10/26-10/29 |Section 2: The Old Kingdom |

|Week 2 |Section 3: The Middle and New Kingdoms |

| | |

|11/2-11/6 | |

|Week 3 |Section 4: Egyptian Achievements |

| | |

|11/9-11/13 |11/11: Veterans Day, No School! |

|Week 4 |Section 5: Ancient Kush |

| | |

|11/16-11/20 |11/16: PD Day, No School! |

|Week 5 |Chapter 4 Review |

| |Chapter 4 Assessment |

|11/23-11/25 | |

| |Thanksgiving break! Half Day on 11/25 and no school 11/26-11/27! |

|Semi-Quarter 4 |

|Week 1 |Chapter 5: Ancient India |

| |Section 1: Geography and Early India |

|11/30-12/4 |Section 2: Origins of Hinduism |

|Week 2 |Section 3: Origins of Buddhism |

| | |

|12/7-11/11 | |

|Week 3 |Section 4: Indian Empires |

| | |

|12/14-12/18 |Catch up, review and finals week |

| | |

| |12/17: Half Day! |

|Week 4 |Section 5: Indian Achievements |

| | |

|12/22-12/23 |Make-ups and communion |

|Week 5 | |

| |Winter Break! Merry Christmas and Happy New Year! |

|12/4-1/11 | |

|Semi-Quarter 5 |

|Week 1 |Chapter 6: Ancient China |

| |Section 1: Geography and Early China |

|1/11-1/15 |Section 2: The Zhou Dynasty and New Ideas |

|Week 2 |Section 3: The Qin Dynasty |

| | |

|1/18-1/22 |Monday 1/18 No School! MLK Day |

|Week 3 |Section 4: The Han Dynasty |

| | |

|1/25-1/29 | |

|Week 4 |Section 5: Han Contracts and Other Cultures |

| | |

|2/1-2/5 |Thursday 2/4 No School! St. Vartanank Day! |

| |Friday 2/5 No School! Staff PD |

|Week 5 |Chapter 6 Review |

| |Chapter 6 Test |

|2/8-2/12 | |

|Semi-Quarter 6 |

|Week 1 |Chapter 7: The Hebrews and Judaism |

| |Section 1: The Early Hebrews |

|2/15-2/19 |Section 2: Jewish Beliefs and Texts |

| | |

| |Monday 2/15 No School! President's Day |

|Week 2 |Section 3:Judaism over the Centuries |

| | |

|2/22-2/26 | |

|Week 3 |Chapter 7 Review |

| |Chapter 7 Test |

|2/29-3/4 | |

| |Friday 3/4 Parent Teacher Conferences |

|Week 4 |Chapter 8: Ancient Greece |

| |Section 1: Geography of the Early Greeks |

|3/7-3/11 |Section 2: Government in Athens |

|Week 5 |Section 3: Greek Mythology and Literature |

| | |

|3/14-3/18 | |

|Semi-Quarter 7 |

|Week 1 | |

| |SPRING BREAK WEEK - NO SCHOOL! |

|3/21-3/25 | |

|Week 2 |Chapter 9: The Greek World |

| |Section 1: Greece and Persia |

|3/28-4/1 |Section 2: Sparta and Athens |

| | |

| |Monday 3/28 No School! |

|Week 3 |Section 3: Alexander the Great |

| | |

|4/4-4/8 | |

|Week 4 |Section 4: Greek Achievements |

| | |

|4/11-4/15 | |

|Week 5 |Chapter 8/9 test/project |

| | |

|4/18-4/22 | |

*6th grade Fresno Trip schedule for April 2016*

Date to be confirmed later

|Semi-Quarter 8 |

|Week 1 |Chapter 10: The Roman Republic |

| |Section 1: Geography and the Rise of Rome |

|4/25-4/29 |Section 2: Government and Society |

| | |

| |Monday 4/25 Armenian Genocide Commemoration Day, No School! |

|Week 2 |Section 3: The Late Republic |

| | |

|5/2-5/6 | |

|Week 3 |Chapter 11: Rome and Christianity |

| |Section 1: |

|5/9-5/13 |Section 2: The Roman Empire and Religion |

|Week 4 |Section 3: The end of the Empire |

| | |

|5/16-5/20 | |

|Week 5 |Chapter 10/11 Quiz/Test |

| | |

|5/23-5/27 | |

Finals week

Monday, May 30 Memorial Day, No School!

Wednesday, June 1 - Final Exams Day-1, Grades 6 -12 – Half day

Thursday, June 2 - Final Exams Day-2, Grades 6 -12 – Half day

Friday, June 3 - Final Exams Day-3, Grades 6 -12 – Half day

Classroom Rules

|This section includes rules set by the teacher and the consequences of violating these rules. The classroom rules are in addition to |

|the school Rules and Regulations. |

| |

|Classroom Rules: |

| |

|Have all appropriate materials and supplies at your desk and be seated when the bell rings. |

|No eating, drinking or chewing gum in class. |

|Respect classmates! |

|Raise your hands and wait for permission to speak. |

|Stay in your assigned seat unless you have permission to do otherwise. |

|Complete homework and class work on time :) |

|Golden Rule: treat others how you would like to be treated. |

| |

|Consequences: |

| |

|Verbal warning |

|Meeting with student |

|‘Action Plan’ |

|Parent contact/meeting |

Assessment Method

|This section includes rules set by the school administration |

| |

|Test/Quiz Policy |

|Students take at least TWO tests and two quizzes per class or course per semi-quarter. Two to four quizzes may be counted as one test. |

|It is up to the individual teacher to adopt a policy to drop the lowest test grade of a student in calculating the quarter grade. No |

|more than two tests are scheduled on the same day. The test scheduled last will be automatically dropped. |

| |

|Test/Quiz Make-Up |

|Students with excused absences shall have the opportunity to complete missed class work and make up all tests receiving full credit. The|

|student is responsible to arrange for the make-up. |

| |

|Students who miss a test/quiz because of an unexcused absence will receive a failing grade on that test/quiz, except when the teacher |

|decides to offer the chance for make-up. |

| |

|If a student misses a test/quiz while on suspension, he/she will not have the opportunity to make up the test/quiz and will receive an |

|"F". |

| |

|Cheating |

|Acts of cheating or plagiarism will result in suspension and the student will receive an "F" (20/100) on the test or the assigned work. |

|Teacher Grading Policy: |

| |

|This section includes grade percent distribution and additional rules set by the teacher |

| |

|You must come to class prepared! |

| |

|Please bring your textbook and all materials daily. |

| |

| |% of Grade |

|Assessments |40% |

|Participation and Attendance |20% |

|Homework |20% |

|Projects/class work |20% |

|*there will be chances throughout the year for students to earn extra credit, assignments will be posted* |

Department Rubrics

|This section includes rules set by the school administration |

| |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download